Narrow and broad senses on salinity scale

The narrow sense and applicable limit of Practical Salinity Scale 1978 (PSS78) and volumetric titration using silver nitrate to measure the salinity of non conservative oceanwater are discussed.The salinity obtained by electrical conductivity method and chlorinity salinity method obviously deviates from the absolute salinity( S A). The Density Salinity Scale(DSS98)proposed by the writers can be extensively used in conservative and non conservative water samples. The merits of the density salinity scale are as follows. (1)The Density Salinity Scale is only related to seawater mass and its buoyant effect, and is not influenced by the variation in seawater composition, and therefore,has high reliability,and repeatability for salinity determination. (2)The salinity values measured by the DSS98 have a conservative property.For oceanwater samples the salinity values are the same as those determined by the PSS78; for non conservative water samples(e g. samples from industrial sources),the salinity values are close to the absolute salinity values in comparison with those measured by the PSS78 and the Knudsen method. (3)For a solution with given solute mass,the solution concentration can be converted into the corresponding salinity by the Density Salinity Scale using the expansion coefficient of the solution and the calibration coefficient of the partial molar volume of the solute.

Remote Sensing Education for Life Long Learning across the East Midlands Region

Over the last decade, remote sensing technologies have provided useful tools for a diverse range of sectors. G-STEP （GMES--space technology exchange partnership） is the University of Leicester＇s flagship project for innovation, training and education in GMES （global monitoring for environment and security） and GIS （geographical information systems） based technologies. G-STEP （part funded by the ERDF） is the first GMES accelerator initiative in the UK and is breaking new ground in the application of GMES and GIS. The core G-STEP team initiates and develops Knowledge Exchange Practices between the University and Life Long Learning partners in the East Midlands Region, through training packages and collaborative research projects. The programme integrates innovative research, to direct downstream applied training, supported by analytical processing of attendee assessment data. Collated information derived from these sources presents a unique opportunity to incorporate a statistically viable feedback cycle, making G-STEP the interface between pure and applied research, thus initiating downstream dissemination to groups and small business. In this paper, we outline the GMES and GIS training packages, and the route to market to increase uptake of underused data streams via university and regional entrepreneurs （start-ups） and established small business with a core interest in utilisation and dissemination of novel technologies in sustainable lifelong learning.

Effects of supervised movie appreciation on the improvement of college students’ life meaning sense

The purpose of this study was to explore the effects of supervised movie appreciation on improving the life meaning sense among college students. The intervention combined by “pre-video, post counseling” was conducted on the experimental group, while the control group received no intervention. Results have shown that the scores on the subscales of will to meaning, life purpose, life control, suffer acceptance and on the total scale have improved significantly. No gender difference was found on the intervention effect, and participants receiving intervention maintained higher level on related subscales a week later, indicating that supervised movie appreciation is an effective way to improve the life meaning sense among college students.

Vision sensing of P-GMAW weld pool using narrow band filters with different center wavelengths

The selection of narrow band filter＇s center wavelength has an important influence on the quality of the weld pool image captured in passive vision mettmd for controlling arc welding process. In this paper, 29 narrow band filters with different center wavelengths ranging from ultraviolet to near infrared wavelength were used to capture images of weld pool during both the peak current period and the base current period of P-GMA W （ pulsed gas metal arc welding）. The experimental results showed that the filters with near infrared center wavelength could weaken the arc most during the peak current period, while during the base current period the entire weld pool could be seen with the filters with wavelength above 600 nm. The camera spectral response and the radio of arc to weld pool emission were considered to analyze the phenomenon of experimental results.

Photogrammetry Education for Multidisciplinary Geomatics in China

After briefly reviews the history of photogrammetry education in China, the development of undergraduate and graduate program, and the corresponding curricula design are analyzed by use of the data from Wuhan University in which the photogrammetry is awarded as the state-level key discipline. The academic educational program of photogrammetry in universities has trained students to perform tasks in all fields of the photogrammetric profession. In recent years, the nature of photogrammetry is changing and multidisciplinary geomatics are developing very rapidly, the educational program of photogrammetry has also changed in new concepts and structures to adapt very new technologies and the extension of the field. Finally, the prospect of photogrammetry education for the requirements of multidiseiplinary geomatics is proposed. The growing interest in fast and accurate 3D spatial data collection （such as city modeling and digital earth） results in the increasing need of photogrammetry as principal tool, photogrammetric courses are therefore requested to be upto date and to become one kind of the fundamental professional courses for university geomatics and remote sensing degree programs.

Special Educational Needs: Do We Know How to Educate?

This article reports the results is aimed at analyzing the evolution of the political discourse in Chile on Special Educational Needs,and also analyzes the relationship of speech with major public policy initiatives in terms of legislation,fiscal budget and direct action of the executive.You can see that they allow identifying important changes in the use of the main concepts,emphasis,and discussions associated with the promotion of inclusive education.Furthermore,there is a growing interest in the topic of diversity,both nationally and internationally,which is expressed in increasingly specific public policy initiatives to promote inclusive education.However,gaps and gaps persist between political discourse and policy initiatives,as well as between the approach of public policies in Chile and the state of the art of international discussion on the matter.

高校铸牢中华民族共同体意识的教育路径探索

铸牢中华民族共同体意识,开展民族团结进步教育是我们党迈入新征程的重要议题,需要各高校师生自觉承担起责任与使命。然而研究发现,铸牢中华民族共同体意识教育在实施过程中面临着东西部发展不平衡不充分、民族团结相关教育体系需持续优化、师生责任意识有待增强等问题。本文围绕完善高校铸牢中华民族共同体意识教育的基层组织协同发展架构、创新教育教学设计和积极培养师生铸牢中华民族共同体意识心态等三个方面阐明了全国高校应做到协同配合,积极探索高校铸牢中华民族共同体意识的教育现实路径。

铸牢中华民族共同体意识视阈下剪纸课文化育人的价值思考

剪纸艺术作为重要的非物质文化遗产,是我国民间传统手工艺术形式之一,是中华优秀传统文化的重要组成部分,也是铸牢中华民族共同体意识的重要资源。将剪纸艺术引入教育教学不仅可以保护和传承非物质文化遗产,而且可以加强民间文化艺术教育、提升青少年学生人文素养,更有助于传承和弘扬中华优秀传统文化、讲好中华民族共同体故事,铸牢中华民族共同体意识。把铸牢中华民族共同体意识融入剪纸课文化育人全过程,不仅可以充实学校课程内容,而且可以充分展现剪纸艺术的魅力,拓展青少年学生感受中华优秀传统文化的途径,让其了解和体验中华文化的魅力,提高他们的审美能力和文化素养,促进各民族在理想、信念、情感、文化上的团结统一,让青少年学生在剪纸艺术的学习创作过程中铸牢中华民族共同体意识。

梯次推进:论学校铸牢中华民族共同体意识教育的一体化建设

教育作为继往开来、培基铸魂的基础工程,为中华民族共同体建设发挥着夯实基础、筑牢根基的重要作用。学校构建以铸牢中华民族共同体意识为主线的一体化教育体系格局,既要理论与实践相结合,更要遵循青少年心理发展和成长规律,形成不同学段纵向螺旋上升、不同学科横向融合贯通和不同部门协同发力的“一体化”教育网络。以“铸牢中华民族共同体意识”为导向的一体化育人体系,使教学、育人、管理体系有序衔接。要遵循学生心理发展并注重学生认知能力的梯次性,使教育内容循序渐进推进;以不同区域“试点引领、示范带动、以点带面”的形式,解决教育发展的不均衡问题;深入推进各学科融通、各学段贯穿的课程体系,实现教材和课程的一体化设计;通过梯次发挥全员、全过程、全方位育人的作用,深化“大思政”育人格局和“三全育人”综合改革工作。基于“四个维度”的梯次推进,助推学校铸牢中华民族共同体意识教育的内涵式发展。学校铸牢中华民族共同体意识就要一步一级逐渐提升,按照梯次推进的理念不断积累以达千里之远。

循证教育视域下新疆学校铸牢中华民族共同体意识教育研究:体系框架与推进路径

研究以循证教育为理论框架,旨在探讨新疆学校如何铸牢中华民族共同体意识。首先,对新疆学校铸牢中华民族共同体意识进行研究,探讨该地区学校在培养学生中华民族共同体意识方面的实践和问题。同时,关注基于循证的思想政治教育研究,以提供理论支持和指导。通过综合运用课程设计、师资培养、数据收集、学校文化建设、家校合作和持续改进等策略,推动中华民族共同体意识教育实践。为新疆学校铸牢中华民族共同体意识的教育提供了循证教育的视角和可行性路径,为相关思想政治教育和实践的发展提供了重要的参考依据。

铸牢中华民族共同体意识融入民族地区语言教育对策研究

民族地区语言教育发展是推动各族群众交往交流交融,促进民族团结的重要举措。民族地区只有不断加强国家通用语言文字教育才能更好地适应当前阶段的客观需要,加强民族间的交往交流交融,实现书同文、语同音、心相通、情相融。文章基于民族地区通用语言教育对于铸牢中华民族共同体意识的重要意义,通过梳理既有文献及研究成果,了解当前民族语言教育发展现状,就部分民族地区语言教育存在的突出问题,提出了加强语言教育师资队伍、加大语言教育投入力度、推广普及国家通用语言文字、增强课程思政在语言教育课堂的融合程度四条策略,并认为在民族地区推广普及国家通用语言文字,要开拓创新,多措并举,多管齐下,切实解决当前存在的问题,加快推进民族地区语言教育进程,以语言相通促进各族群众的沟通交流和国家认同,进而铸牢中华民族共同体意识。

药物常识课程教学改革探索与实践

通识教育作为中国高校本科学生素质教育与人才培养的重要内容备受推崇,且高校通识教育课程教学效果的影响因素众多。该文分析通识教育课程——药物常识教学中存在的一些问题,并有针对性地进行教学改革,包括转变授课方式、增加师生互动、改进考核方式、编写课程教材等。教学改革取得一些成果,但课程教学应持续改进。

以融合思政建设为导向的遥感原理与技术课程教学探索

党的二十大中习近平总书记提到,“当代中国青年生逢其时,施展才干的舞台无比广阔,实现梦想的前景无比光明”。而大学生作为新时代中国发展的接班人,对于其思政教育是非常重要的一环。该文旨在建设以融合思政建设为导向,面向空间科学与技术专业学生开设的遥感原理与技术课程教学的探索,分析思政教育的重要性和现如今对于本科思政教育的不足,提出具有思政教育意义的遥感原理与技术课程,此外介绍该想法的实现流程。该文为思政教育与专业课程的结合提供思路,且指明课程教学改革的一个方向。

人工智能赋能民族团结进步教育改革研究

民族团结进步教育是铸牢中华民族共同体意识的重要方式,也是全面推进民族团结进步事业的基础性工程。智能时代人工智能技术的广泛应用,为民族团结进步教育改革注入了新的动能。在人工智能的赋能下,民族团结进步教育在理念革新、主体协同、方法拓展、评价改革等方面呈现出全新发展态势,为推动民族团结进步教育高质量发展提供新的驱动力。但相关制度和数据标准欠缺、技术至上、智能素养缺乏、数据主义弊端、伦理抉择模糊等问题给人工智能赋能民族团结进步教育改革带来了一定隐忧,影响了民族团结进步教育实效。为实现人工智能赋能民族团结进步教育改革高质量发展,应坚持问题导向,着力在制度保障、价值引领、素养培育、数据治理、伦理嵌入等方面加以改革,进而不断延展和深化传统民族团结进步教育理论视野和实践视域,提升民族团结进步教育实效,进一步铸牢中华民族共同体意识。

非遗传承:铸牢中华民族共同体意识教育“形感效”路径

在新时代的背景下,铸牢中华民族共同体意识教育正逐渐走向系统化、常态化。非物质文化遗产是共享的中华文化符号和中华民族形象,在人们日常化的交流互鉴中孕育了“和而不同”“美美与共”的文化特质。非物质文化遗产传承带来的“有形”活动,使各族人民在“有感”的体验中不断增强“四个认同”,内化“四个与共”,由“形”入“感”,有“效”跃迁,有力推进铸牢中华民族共同体意识教育。

“环境遥感”全英文教学模式设计与评价

非英语专业全英文教学是我国高等教育国际化战略中的重要环节。目前,针对地理信息和遥感科学全英文课程的学生反馈调查研究较少。对地理信息研究生的专业课“环境遥感”进行全英文教学模式改革,在2021和2022年课程开始前和结束后对学生进行问卷调查。课前调查的结果显示仅有28.21%的学生认为有必要开设全英文遥感类课程,并表达了对全英文授课的担心。提出“二八全英文教学法”,即80%的课程内容全英文讲授,对于教学难点先用英语进行概述再用中文解释。通过学习“环境遥感”全英文课程,认为有必要进行全英文授课的学生升至90%,“环境遥感”全英文教学模式值得其他非英语专业课程借鉴。

思想政治教育铸牢大学生中华民族共同体意识的作用机制

铸牢大学生中华民族共同体意识是思想政治教育的重要内容。站在思想政治教育学科设立40年的新起点,构建中华民族共同体意识的测量结构模型、思想政治教育铸牢大学生中华民族共同体意识的作用机制模型并进行实证检验。应从国家观、民族观、文化观、历史观四个高阶维度和认知、情感、行为三个低阶维度构建大学生中华民族共同体意识的测量结构。思想政治教育铸牢大学生中华民族共同体意识是一个内外建构过程,即思政课和日常思政教育从外部构建发力,作用于学生内部心理空间,以生成思政课获得感和学校联结感,进而铸牢大学生中华民族共同体意识。

西藏高职院校爱国主义教育的现状及对策——以对西藏职业技术学院的调查为例

培育西藏青年学生爱国主义精神意义重大。以对西藏职业技术学院爱国主义教育现状所做的问卷调查为基础,分析认为西藏高职院校学生的爱国情感基础好,学校重视并能开拓爱国主义教育内容和载体,但爱国主义教育仍存在实效性偏弱、创新性不强及未形成合力等问题,据此提出通过仪式感、日常感及参与感的教育形式和载体来凝练日用而不觉的爱国主义价值观,以提升西藏高职学校爱国主义教育质量。

“任务链+研学支架”教学模式的建构——新工科视角下“遥感数字图像处理”课教学改革

目前,传统教学在内容的系统性、认知活动高阶性、价值引领实效性、促学效果等方面存在着较严重的问题,为此,“遥感数字图像处理”课程基于新工科教学理念,以遥感技术的综合应用情境重构课程体系,开启“任务链+研学支架”教学模式,加强培养学生遥感应用能力和创新能力,以遥感技术服务社会需求为育人路径。新模式的构建,实现了应用与研学互动、研学与研教并举、育人与育才同构的效果,对同类型新工科课程具有借鉴意义。

学情视角下大学生课程思政学习获得感探究

大学生课程思政学习获得感是衡量高校课程思政建设成效的关键指标。学习动机、学习氛围、学习资源是具有代表性的学情因素,引入学习投入和学业自我效能感作为中介和调节变量,有利于系统探究学情因素对课程思政学习获得感的影响机理。基于对497名江苏高校经管类专业本科生的问卷调查结果可以发现:学习动机、学习资源、学习氛围显著正向影响课程思政学习获得感;学习投入在学习动机、学习资源、学习氛围与课程思政学习获得感间起部分中介作用;学业自我效能感既正向调节学习动机、学习资源、学习氛围与学习投入间的关系,又正向调节学习投入在学习动机、学习资源、学习氛围与课程思政学习获得感间的中介作用。